Malaysia Collaborative Teaching Art Studio
Mohd Khairulnizam Ramlie, Ahmad Sofiyuddin Mohd Shuib & Nur Faezah
Mohd Fahme. (2017). Malaysia Collaborative Teaching Art Studio. Idealogy, 2(1) :
66-69, 2017
Malaysia Collaborative Teaching Art Studio
Mohd Khairulnizam Ramlie, Ahmad Sofiyuddin Mohd Shuib & Nur Faezah
Mohd Fahme
Fakulti Seni Lukis & Seni Reka
Universiti Teknologi MARA
32610, Seri Iskandar Campus
Perak, Malaysia
mohdk823@perak.uitm.edu.my
Abstrak.
Collaborative teaching happens when two or more instructors assume liability for
arranging, educating, and checking the accomplishment of learners in a class.
Every lecturer adds to the class in view of his or her experience and mastery.
Especially, since numerous new projects/courses rise out of more than one
conventional control, employees think that its important to join their skill keeping
in mind the end goal to address the requirements of these courses or projects
(Kulynch, 1998). Collaborative teaching can likewise happen when staff
cooperates arranging a few classes as "group courses" (Dugan and Letterman,
2008).
Collaborative Teaching
Collaborative teaching happens when two or more instructors assume
liability for arranging, educating, and checking the accomplishment of learners in
a class. Every lecturer adds to the class in view of his or her experience and
mastery. Especially, since numerous new projects/courses rise out of more than
one conventional control, employees think that its important to join their skill
keeping in mind the end goal to address the requirements of these courses or
projects (Kulynch, 1998). Collaborative teaching can likewise happen when staff
cooperates arranging a few classes as "group courses" (Dugan and Letterman,
2008).
Although collaborative teaching can happen inside of one course or
between courses, the writing frequently concentrates on the one-course case.
Such joint effort can occur in various organizations. Vogler and Long (2003)
condense different sorts of coordinated effort including, personnel from assorted
offices educating an interdisciplinary course, workforce from the same division
instructing distinctive segments of the same course by exclusively pivoting
segment to segment, rehashing addresses in their territories of aptitude, colleagues
introducing together in all areas of the course.
Late investigations of cooperation in educating have proposed that
synergistic work is useful to both students and lectures. For students, synergistic
educating can encourage their advantage and eagerness (Hinton and Downing,
1998; Letterman and Dugan, 2004), enhance their accomplishments (Johnson,
Johnson, and Smith, 2000), improve their collaboration capacities (Kapp, 2009),
and advance their interdisciplinary learning (Davis, 1995; Letterman and Dugan,
2004; Wilson and Martin, 1998). For lecturer, collaborative teaching furnishes
them with chances to be occupied with more philosophical talks and to gain from
each other’s encounters and showing styles (Davis, 1995; Letterman and Dugan,
2004; Robinson and Schaible, 1995). Especially, community educating is helpful
for both understudies and educators when it advances assorted qualities by
including showing individuals from various disciplinary ranges notwithstanding
distinctive ethnic and social foundations (Hinton and Downing, 1998).
Difficult aspects of collaborative teaching in classroom
For several years of teaching at UiTM Seri Iskandar, I've experienced the
practice of collaborative teaching when participating in studio classrooms.
This is the technique that I conduct with another lecturer to strengthen
the teaching session through different ideas and various ways in which it can
contribute better. In addition, this technique is also good in terms of controlling
the situation in classrooms that have a lot of students.
In classes that use collaborative teaching techniques, I can see that each
lecturer has their own style and techniques. For example, my partner has driven
me on an enthusiastic rollercoaster, yet through thick and slight, my confidence in
incorporation and shared group instructing has stayed consistent.
Additionally, in collaborative teaching techniques, there are several
challenges that must be confronted by the usual lecturers involved.
Among the most common challenges experienced by some of the
lecturers involved are fellow lecturers who teach through their own methods and
philosophies are very different from other lecturers and not directly in line with
my own style and ideology.
Through my own experience, success in controlling the collaborative
teaching in the classroom is not subjected to the same philosophy and knowledge;
it becomes more meaningful if we rely on the open mind and the nature of the
compromise that should be in every lecturer. If we have to teach along with
another lecturer in the same class, we have to make sure that this matter should
be resolved, particularly knowledge about a subject itself. I see it as an
opportunity to expand my experience by combining various ways into my
teaching.
In addition, the common challenges that need to be passed through
collaborative teaching techniques are the differences in opinion. There are
lecturers who prefer to over-expose themselves and show over-excessive skills
that make other lecturers seem passive and do not carry out the job properly. This
normally happens when there is a difference in industrial backgrounds among
lecturers in a classroom.
There is also the issue of giving marks by lecturers towards the end of the
semester, with each lecturer having different criteria and opinion towards
students’ work.
To overcome the difficulty when I apply this teaching technique, lecturers have to
sit together to discuss, and many aspects taken into consideration.
For classes that use collaborative teaching technique, the basics are these
classes do not have a recognizable “front”, either in terms of visual or perception
of the place in which students expect the lecturer to be.
The following are a few steps that we need to do in the studio classroom.
1. We need different types or backgrounds of lecturer to create a good
environment for sharing and discussion in studio classroom. Openmindedly discuss about the syllabus before we start the studio session
with collaborative teaching technique.
2. Have various electronic showcase surfaces arranged installed on walls.
Some are large size format pictures, utilizing committed ceiling mounted
projectors. The pictures display onto these screens is for bigger audience
in the class. Students would use portable workstations to show computerbased base materials inside smaller workgroups.
3. Conventional plug board tack surfaces are additionally accessible for the
presentation of paper-based materials made during class sessions.
4. In a few cases, the furniture is lightweight, mobile, and reconfigurable to
suit workgroups of different sizes.
5. In other cases, some tasks have to be solved in the form of a group, to
teach students to work face to face. Combining several into one table
does this activity.
6. On occasion, there is a formal educator's workstation. On the other hand,
it may be versatile and little. In either case, more often than not the
educator is a drifter, listening in on talks, noting inquiries, and outfitting
asset materials.
7. In spite of the fact that the whole building may have remote system
availability, a variety of hardwired outlets is outfitted to give network to
bolster ultra-high-data transfer capacity interactive media applications.
Divider outlets give energy to energizing purposes and also to bolster
different convenient hardware.
8. Keeping in mind the end goal to meet spending plan requirements when
planning these sorts of spaces, thought ought to likewise be given to deferring
starting hardware buys however guaranteeing that the base building foundation,
power, channel, sight lines, and bolster structures in the roofs and the dividers
are outfitted.
Reference
Kulynych, J. J. (1998). Crossing disciplines: Postmodernism and democratic
education. College Teaching, 46(4), 144-149.
Dugan, K. & Letterman, M. (2008). Student appraisals of collaborative teaching.
College Teaching, 56(1), 11-15.
Vogler, K. E. & Long, E. L. (2003). Team teaching two sections of the same
undergraduate course: A case study. College Teaching, 51,122–26.
Hinton, S. & Downing, J. E. (1998). Team teaching a college core foundation
course: Instructors’ and students’ assessments. Richmond, KY: Eastern Kentucky
University. ERIC Document No. ED 429469.
Letterman, M. R. & Dugan, K. B. (2004). Team teaching a cross-disciplinary
honors course: Preparation and development. College Teaching, 52(2), 76-81.
Mohd Fahme. (2017). Malaysia Collaborative Teaching Art Studio. Idealogy, 2(1) :
66-69, 2017
Malaysia Collaborative Teaching Art Studio
Mohd Khairulnizam Ramlie, Ahmad Sofiyuddin Mohd Shuib & Nur Faezah
Mohd Fahme
Fakulti Seni Lukis & Seni Reka
Universiti Teknologi MARA
32610, Seri Iskandar Campus
Perak, Malaysia
mohdk823@perak.uitm.edu.my
Abstrak.
Collaborative teaching happens when two or more instructors assume liability for
arranging, educating, and checking the accomplishment of learners in a class.
Every lecturer adds to the class in view of his or her experience and mastery.
Especially, since numerous new projects/courses rise out of more than one
conventional control, employees think that its important to join their skill keeping
in mind the end goal to address the requirements of these courses or projects
(Kulynch, 1998). Collaborative teaching can likewise happen when staff
cooperates arranging a few classes as "group courses" (Dugan and Letterman,
2008).
Collaborative Teaching
Collaborative teaching happens when two or more instructors assume
liability for arranging, educating, and checking the accomplishment of learners in
a class. Every lecturer adds to the class in view of his or her experience and
mastery. Especially, since numerous new projects/courses rise out of more than
one conventional control, employees think that its important to join their skill
keeping in mind the end goal to address the requirements of these courses or
projects (Kulynch, 1998). Collaborative teaching can likewise happen when staff
cooperates arranging a few classes as "group courses" (Dugan and Letterman,
2008).
Although collaborative teaching can happen inside of one course or
between courses, the writing frequently concentrates on the one-course case.
Such joint effort can occur in various organizations. Vogler and Long (2003)
condense different sorts of coordinated effort including, personnel from assorted
offices educating an interdisciplinary course, workforce from the same division
instructing distinctive segments of the same course by exclusively pivoting
segment to segment, rehashing addresses in their territories of aptitude, colleagues
introducing together in all areas of the course.
Late investigations of cooperation in educating have proposed that
synergistic work is useful to both students and lectures. For students, synergistic
educating can encourage their advantage and eagerness (Hinton and Downing,
1998; Letterman and Dugan, 2004), enhance their accomplishments (Johnson,
Johnson, and Smith, 2000), improve their collaboration capacities (Kapp, 2009),
and advance their interdisciplinary learning (Davis, 1995; Letterman and Dugan,
2004; Wilson and Martin, 1998). For lecturer, collaborative teaching furnishes
them with chances to be occupied with more philosophical talks and to gain from
each other’s encounters and showing styles (Davis, 1995; Letterman and Dugan,
2004; Robinson and Schaible, 1995). Especially, community educating is helpful
for both understudies and educators when it advances assorted qualities by
including showing individuals from various disciplinary ranges notwithstanding
distinctive ethnic and social foundations (Hinton and Downing, 1998).
Difficult aspects of collaborative teaching in classroom
For several years of teaching at UiTM Seri Iskandar, I've experienced the
practice of collaborative teaching when participating in studio classrooms.
This is the technique that I conduct with another lecturer to strengthen
the teaching session through different ideas and various ways in which it can
contribute better. In addition, this technique is also good in terms of controlling
the situation in classrooms that have a lot of students.
In classes that use collaborative teaching techniques, I can see that each
lecturer has their own style and techniques. For example, my partner has driven
me on an enthusiastic rollercoaster, yet through thick and slight, my confidence in
incorporation and shared group instructing has stayed consistent.
Additionally, in collaborative teaching techniques, there are several
challenges that must be confronted by the usual lecturers involved.
Among the most common challenges experienced by some of the
lecturers involved are fellow lecturers who teach through their own methods and
philosophies are very different from other lecturers and not directly in line with
my own style and ideology.
Through my own experience, success in controlling the collaborative
teaching in the classroom is not subjected to the same philosophy and knowledge;
it becomes more meaningful if we rely on the open mind and the nature of the
compromise that should be in every lecturer. If we have to teach along with
another lecturer in the same class, we have to make sure that this matter should
be resolved, particularly knowledge about a subject itself. I see it as an
opportunity to expand my experience by combining various ways into my
teaching.
In addition, the common challenges that need to be passed through
collaborative teaching techniques are the differences in opinion. There are
lecturers who prefer to over-expose themselves and show over-excessive skills
that make other lecturers seem passive and do not carry out the job properly. This
normally happens when there is a difference in industrial backgrounds among
lecturers in a classroom.
There is also the issue of giving marks by lecturers towards the end of the
semester, with each lecturer having different criteria and opinion towards
students’ work.
To overcome the difficulty when I apply this teaching technique, lecturers have to
sit together to discuss, and many aspects taken into consideration.
For classes that use collaborative teaching technique, the basics are these
classes do not have a recognizable “front”, either in terms of visual or perception
of the place in which students expect the lecturer to be.
The following are a few steps that we need to do in the studio classroom.
1. We need different types or backgrounds of lecturer to create a good
environment for sharing and discussion in studio classroom. Openmindedly discuss about the syllabus before we start the studio session
with collaborative teaching technique.
2. Have various electronic showcase surfaces arranged installed on walls.
Some are large size format pictures, utilizing committed ceiling mounted
projectors. The pictures display onto these screens is for bigger audience
in the class. Students would use portable workstations to show computerbased base materials inside smaller workgroups.
3. Conventional plug board tack surfaces are additionally accessible for the
presentation of paper-based materials made during class sessions.
4. In a few cases, the furniture is lightweight, mobile, and reconfigurable to
suit workgroups of different sizes.
5. In other cases, some tasks have to be solved in the form of a group, to
teach students to work face to face. Combining several into one table
does this activity.
6. On occasion, there is a formal educator's workstation. On the other hand,
it may be versatile and little. In either case, more often than not the
educator is a drifter, listening in on talks, noting inquiries, and outfitting
asset materials.
7. In spite of the fact that the whole building may have remote system
availability, a variety of hardwired outlets is outfitted to give network to
bolster ultra-high-data transfer capacity interactive media applications.
Divider outlets give energy to energizing purposes and also to bolster
different convenient hardware.
8. Keeping in mind the end goal to meet spending plan requirements when
planning these sorts of spaces, thought ought to likewise be given to deferring
starting hardware buys however guaranteeing that the base building foundation,
power, channel, sight lines, and bolster structures in the roofs and the dividers
are outfitted.
Reference
Kulynych, J. J. (1998). Crossing disciplines: Postmodernism and democratic
education. College Teaching, 46(4), 144-149.
Dugan, K. & Letterman, M. (2008). Student appraisals of collaborative teaching.
College Teaching, 56(1), 11-15.
Vogler, K. E. & Long, E. L. (2003). Team teaching two sections of the same
undergraduate course: A case study. College Teaching, 51,122–26.
Hinton, S. & Downing, J. E. (1998). Team teaching a college core foundation
course: Instructors’ and students’ assessments. Richmond, KY: Eastern Kentucky
University. ERIC Document No. ED 429469.
Letterman, M. R. & Dugan, K. B. (2004). Team teaching a cross-disciplinary
honors course: Preparation and development. College Teaching, 52(2), 76-81.